Exploring a Business Case for High-Value Continuing Professional Development Proceedings of a Workshop (2018) / Chapter Skim
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5 The Role of Accrediting and Credentialing Bodies
5 The Role of Accrediting and Credentialing Bodies
Pages 47-58
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From page 47... ...
• Jointly accredited providers do not generally struggle with planning and implementing team-based interprofessional edu cational activities, but they do struggle with the evaluation of this type of continuing professional development. (Chappell)
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From page 48... ...
Cox noted that accrediting and credentialing bodies should be in the forefront of "pushing, pulling, and dragging" the profession forward into the new model of competency-based, high-value CPD, and invited the presenters to share their perspectives on their work. AMERICAN OCCUPATIONAL THERAPY ASSOCIATION Neil Harvison, American Occupational Therapy Association Occupational therapy (OT)
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From page 49... ...
Most crucially, the occupational therapist develops an occupational profile in order to identify the daily activities that are most meaningful to the individual but that the individual is unable to participate in successfully. AMERICAN NURSES CREDENTIALING CENTER Kathy Chappell, American Nurses Credentialing Center Chappell is the senior vice president for Accreditation, Certification, Measurement, and the Institute for Credentialing Research at the American Nurses Credentialing Center (ANCC)
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SCOTTISH EXEMPLAR OF HIGH-VALUE CPD David Benton, National Council of State Boards of Nursing Benton, chief executive officer at the National Council of State Boards of Nursing, told workshop participants about his experience working in Scotland for a major integrated health system. The organization was large, with 8,500 nurses spread over multiple sites ranging from rural island communities to major towns.
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From page 51... ...
As a result of this analysis and subsequent interventions, communications within the health care system were greatly improved, and isolated domains came together into an integrated system. In addition, the team was able to identify key individuals who were particularly connected and could help disseminate and gather information on the ground.
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From page 52... ...
programs per year. Together, these organizations interact with around 14 million physician learners and 11 million other learners, which is "an incredible number of touch points with health care professionals." Regnier noted that since 2006, ACCME has "moved beyond knowledge" for its CME standards.
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From page 53... ...
Achieves outcomes FIGURE 5-2 ACCME commendation criteria. NOTE: CME = continuing medical education; CPD = continuing professional development.
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From page 54... ...
For the third example, Regnier described a statewide initiative that included partners in community health, community government, health care, and the school system. The initiative focused on clinicians and public education about the risks associated with opioid use.
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From page 55... ...
. for measuring the impact of interprofessional education on collaborative practice and patient outcomes." Because health care is shifting toward a team-based approach, CPD should also aim to improve and assess competency at both an individual level and a team level.
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From page 56... ...
The question is how to make sure the health professions are working in sync with those in health informatics. Workforce Well-Being Mazmanian asked the panelists for their thoughts on how CPD could be used to promote the mental and physical well-being of health care providers themselves.
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From page 57... ...
Both Regnier and Chappell said that initiatives to improve well-being -- whether these include education specifically targeted at the workforce, or initiatives like the MRICU project that have tangential benefits for the workforce -- meet the guidelines for accreditation and should count as CPD. Harvison concluded that while accreditors certainly have a role to play by requiring content and outcomes on such issues as resilience, health, and wellness, improving the well-being of providers "involves a culture change." He noted that providers do not work in professional silos but in complex health care delivery environments that vary widely.
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